Docs With Disabilities

Dr. Lisa Meeks

Join hosts Drs. Lisa Meeks, Peter Poullos and guest hosts as they take a deeper dive into the experiences of health care providers with disabilities through critical conversations with the doctors, researchers, administrators, faculty and policy makers that work to ensure medicine remains an equal opportunity profession.

  1. 22 AUG

    Episode 113: ACGME/DWDI Disability Resource Hub Case Study: Learning Disability and ADHD in a Psychiatry Residency

    Interviewees: Emily Green, MD and Kelley Volpe, MD Interviewer: Lisa Meeks, PhD, MA Description: In Episode 113, Dr. Lisa Meeks talks with Dr. Emily Green (child psychiatrist, University of Chicago; recent fellow at UIC) and Dr. Kelley Volpe (training director of the Child and Adolescent Psychiatry Fellowship at UIC) about navigating fellowship with ADHD and a learning disability—and how openness, advocacy, and leadership support shaped a successful training experience. Together, they trace Emily’s decision-making during the match, the challenges of transitioning from residency to fellowship (and from student to employee), and the unexpected barriers in GME accommodation processes. They unpack how program leadership stepped in when paperwork stalled, why “temporary vs. chronic” misunderstandings of disability remain a problem, and how centering inclusion ultimately benefited both the trainee and the program. Listeners will hear advice for residents and fellows (be specific in accommodation requests, know when disclosure matters, embrace authenticity with patients) and for program directors (be proactive with GME, advocate beyond bureaucracy, and create space for trainees to bring their whole selves to medicine). This episode accompanies the open-access case study From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education (Green & Volpe, Academic Medicine, 2025). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it’s both a roadmap and a reminder that when programs invest in access, everyone wins. Transcript: https://docs.google.com/document/d/1uhs1zRh2QOWVMgYlEFkxbFY-MJQbiqV_/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true Bios:  Kelly Volpe, MD Dr. Kelley Volpe is the medical director of the Pediatric Stress & Anxiety Disorders Clinic at UI Health. Dr. Volpe currently provides outpatient services that are specialized in the treatment of anxiety disorders, such as generalized anxiety, social anxiety, obsessive compulsive disorder, and selective mutism, in addition to trauma- and stress-related disorders. She is board certified in both General Psychiatry and Child & Adolescent Psychiatry. Emily Green, MD Emily is an Assistant Professor of Psychiatry and Behavioral Neuroscience at the University of Chicago. She specializes in pediatric psychiatry and helps children and adolescents who are struggling with mental well-being. Key Words:   Disability Inclusion Residency Fellowship ADHD Learning Disability Psychiatry Accommodations Program Directors Graduate Medical Education (GME) Produced by: Lisa Meeks  Resources:  Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme Illinois Lend: https://www.illinoislend.org Case Study: From Policy to Practice: Building the Disability Inclusion Infrastructure in Graduate Medical Education

    46 min
  2. Episode 112: ACGME/DWDI Disability Resource Hub Case Study: A Learner with a Cognitive Disability in a Urology Residency

    21 AUG

    Episode 112: ACGME/DWDI Disability Resource Hub Case Study: A Learner with a Cognitive Disability in a Urology Residency

    Interviewees: Josh Schammel, MD; Brian Inouye, MD; and Becky Stetzer, MD Interviewer: Justin Bullock, MD, MPH Description: In this episode, Dr. Justin Bullock talks with Dr. Josh Schammel (chief urology resident at Albany Medical Center), Dr. Brian Inouye (associate program director of urology at Albany Med), and Dr. Becky Stetzer (assistant dean of competency development, Albany Med) about navigating remediation, cognitive disability support, and institutional change in residency training. Together, they trace Josh’s experience entering urology residency off-cycle, the social and educational challenges that followed, and the turning point that came with honest conversations about expectations and support. They explore how leadership reframed remediation from punitive to restorative, how program culture embraced accommodations even without a formal diagnosis, and how outside expertise in competency development reshaped both Josh’s trajectory and the program’s systems. Listeners will hear candid reflections on the fear of dismissal, the relief of being given a “do-over” year, and the powerful role of trust and transparency in rebuilding confidence. The team highlights the importance of creating a culture where struggling is not synonymous with failure, but with an opportunity for growth. This episode accompanies the open-access article A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency (Stetzer et al., Teaching and Learning in Medicine). Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it’s a practical and deeply human guide for residents, faculty, and program leaders working to build equitable clinical learning environments. Transcript: https://docs.google.com/document/d/1u-qRRgjrB-lOJnQytGy7C7ByxYppdfju/edit?usp=sharing&ouid=104315301750264632478&rtpof=true&sd=true Key words: Medical education, cognitive disability, residency, accommodations, program director, GME, GME Policy, Disability, Training, PTSD. Bios:   Resources:  Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme Link to Case Study: A Master Adaptive Learner Approach to Cognitive Disability Support in a U.S. Urology Residency https://www.tandfonline.com/doi/10.1080/10401334.2025.2502670?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed

    54 min

  3. 15 AUG

    Episode 111: ACGME/DWDI Disability Resource Hub Case Study: Physical Disability in a Neurology Residency

    Interviewees: Tom Pisano, MD PhD and Laura Ashley Stein, MD, MS, Ed. Interviewer: Lisa Meeks, PhD, MA Description: In Episode 111, Dr. Lisa Meeks talks with Dr. Tom Pisano (former Penn neurology resident; now neuro-hospital medicine and neuro-immunology fellow) and Dr. Laura Stein (Adult Neurology Program Director at Penn) about building an accessible neurology residency for a physician who uses a wheelchair—and how trust, planning, and culture made it work. Together, they trace Tom’s match-day disclosure strategy and “find-your-people” approach, an accessibility walk-through with tape measures and ADA checks, and the practical creativity of equivalent rotations when sites differ in accessibility. They also unpack a real barrier—a security policy that blocked ED entry during stroke alerts—and how reframing access as patient safety moved the system. Listeners will hear candid advice for residents (hold onto your “why,” communicate early, invite teaching adaptations) and for program directors (start with goals, not habits; assume success; apply the same creativity you offer patients to your trainees). This episode accompanies a written case study and a Mini Grand Rounds conversation in Learn at ACGME. Part of the ACGME/DWDI Disability Resource Hub, supported by the Josiah Macy Jr. Foundation Catalyst Award, it’s a practical guide for PDs, residents, and anyone committed to equitable clinical training.   Transcript: https://docs.google.com/document/d/1xB_Cp8EiekJ9ExUZLP61EvE-0y4HUv22LuRp0D6uNB0/edit?usp=sharing Key words: Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, neurology, program director, GME, GME Policy Bio: Laura Stein I have been involved in the Neurology Residency Program since 2018, and Director of the program since 2024. I teach residents on multiple inpatient services as well as in outpatient continuity clinic and stroke clinics. I also lead didactic sessions and workshops for resident onboarding and in our resident lecture series. I am particularly interested in expanding resident exposure to structured experiences in medical education and quality improvement and currently mentor multiple residents per year in medical education and quality improvement projects. In 2020, I was honored to receive the University of Pennsylvania Neurology Residents teaching award. I received my masters in medical education from the University of Pennsylvania in 2018. I have been a member of the American Academy of Neurology (AAN) Residency-In-Training Examination Committee since 2019. I have also been a member of the American Heart Association (AHA) Stroke Professional Education Committee since 2016 and currently serve as the Vice Chair of this committee. Clinically, I function predominantly as a neurohospitalist and attend on the stroke inpatient and consult services, the neurology ward service, and the PPMC consult service. I am dedicated to ensuring delivery of high-quality neurologic care across our system and currently am the physician co-lead for our neurovascular disease team, which spans our six-hospital network, as well as our HUP inpatient neurology unit-based quality improvement team. Tom Pisano I enjoy weekend bike rides with my wife, followed by trying out a new restaurant. When traveling, if possible, I always try to get in some monoskiing or scuba diving. I would also consider myself a (very) mildly competitive board gamer. I will be pursuing a combined neurohospitalist/neuroimmunology fellowship to develop expertise in myelopathies. My research includes brain-computer interfaces, especially of the spinal cord. Producer:  Lisa Meeks Follow Us: X: @DocsWith Instagram: @DocsWithDisabilities Linked In: https://www.linkedin.com/company/docs-with-disabilities-initiative Resources:  Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme   Link to Case Study: Coming Soon!

    1 hr

  4. 8 AUG

    Episode 110: ACGME/DWDI Disability Resource Hub Case Study: Physical Disability in a Pediatrics Residency

    Interviewees: Uyen Troung, MD and Nalinda Charnsangavej, MD Interviewer: Lisa Meeks, PhD, MA Description: What does it take to create true accessibility in residency training? In this episode, Dr. Lisa Meeks is joined by Dr. Uyen Truong, Chief Resident at the UT-Austin Dell Medical School Pediatric Residency Program, and Dr. Nalinda Charnsangavej, the program’s Director, for a candid conversation about disability inclusion in graduate medical education. Together, they share the story behind Dr. Truong’s residency journey as a wheelchair user—from early planning and proactive accommodations to the team-wide commitment that made access possible. Listeners will hear how trust, open communication, and creative problem-solving helped dismantle barriers, and how the presence of physicians with disabilities strengthens patient care, especially for disabled children and their families. The discussion also dives into the practical side of accommodations in GME: what an access assistant does (and doesn’t do), how to navigate procedural requirements, and the role of accrediting bodies like the ACGME and the American Board of Pediatrics in supporting inclusive training. This episode is part of the Disability Resource Hub series, made possible by the Josiah Macy Jr. Foundation Catalyst Award for Transformation in Graduate Medical Education, and offers valuable insights for program directors, residents, and anyone committed to building equitable clinical learning environments. Transcript: https://docs.google.com/document/d/1mRUsqcVjm5oGQgPzV6tuzQxvyOH-0osSxVHeOeIC3qM/edit?usp=sharing Key words: Medical education, physical disability, disability research, residency, accommodations, wheelchair, SCI, medical technology, residency, pediatrics, program director, GME, GME Policy Bio: Uyen Truong, MD grew up in Minnesota but is currently finishing her chief year at UT Austin Dell Medical School Pediatric Residency Program. Following graduation, Uyen is going to work as a Complex Care Pediatrician back in Minnesota. Although the path has not been easy, she has always wanted to become a pediatrician and work with kids with medical complexity like herself. Through Uyen%E2%80%99s training and her own personal experiences, she has been able to help parents and children navigate the medical system. Uyen is very excited to continue working and advocating for children with disabilities and helping them achieve their goals. Nalinda Charnsangavej, MD is an associate professor of pediatrics at the Dell Medical School at the University of Texas at Austin. She serves as the pediatric residency program director and has an interest in promoting a healthy and supportive learning environment through supporting diversity, cultivating an inclusive climate, and promoting physician well-being and resilience. She has a specific interest in raising awareness of the benefits of inclusion of individuals with disabilities in the learning environment and patient care and has supported faculty and institution development in working with trainees with disabilities. In her role as a program director, she has individually mentored many trainees and also recognizes the need to support the establishment of strong mentorship relationships for trainees, particularly those from backgrounds underrepresented in medicine. She has led program-wide efforts to foster wellbeing and resiliency amongst trainees and participates in national work-groups such as the Pediatric Resident Burnout and Resilience Study Consortium. She is interested in helping develop best practices for GME programs to enhance access and inclusion of trainees with disabilities. Producer:  Gabe Abrams  and Lisa Meeks Audio editor: Jacob Feeman Follow Us: X: @DocsWith Instagram: @DocsWithDisabilities Linked In: https://www.linkedin.com/company/docs-with-disabilities-initiative Resources:  Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub Case Studies in Disability Resource Hub: https://dl.acgme.org/pages/disability-resource-hub#case_studies UME to GME Toolkit:  https://dl.acgme.org/pages/disability-resource-hub-transitions-toolkit-introduction Policy Toolkit: https://dl.acgme.org/pages/disability-resource-hub-policy-toolkit Link to Case Study: Proactive Approaches for a Wheelchair User in Pediatric Residency: A Case Study for Disability Inclusion  https://www.sciencedirect.com/science/article/abs/pii/S1876285924005643 Disability in Graduate Medical Education Program:  https://www.docswithdisabilities.org/digme

    1h 7m

  5. 7 AUG

    Episode 109: Bilingual DRP Podcast: Apoyando a los estudiantes con discapacidades [Supporting students with disabilities]

    Interviewer: Jasmine Lopez Interviewees: Jennifer Biggers  Language: English & Spanish | Bilingual transcript available Description: In this special bilingual episode—the first ever in Spanish on the Docs With Disabilities Podcast—we explore the intersection of disability, culture, and education through the lens of a powerful personal and professional journey. Jasmine Lopez sits down with Jennifer Biggers, M.Ed., a first-generation Latina Disability Resource Professional at the University of California, Riverside. With warmth, vulnerability, and insight, Jennifer shares how her identity as a Honduran-Ecuadorian American, former special education teacher, and parent of autistic children informs her deeply empathetic and culturally responsive approach to supporting disabled learners. Together, they discuss: The unique challenges and strengths of Latinx and first-gen students with disabilities How stigma around mental health shows up in Latinx communities—and how to push back Strategies for building trust between students and DRPs Culturally relevant resources for learners and families Why representation in medicine (and DRP offices) matters more than ever This episode is a love letter to students navigating multiple marginalizations—and to the professionals working to ensure they thrive. Whether you’re a student, educator, clinician, or ally, you’ll leave this episode with new insights and a deepened appreciation for the power of culturally grounded support. 🔗 Bilingual transcript  Bio: Jennifer Biggers is a disability specialist at the Student Disability Resource Center at University of California-Riverside. Jennifer works with students with psychological disabilities, chronic health conditions, and learning disabilities. Jennifer has ten years of experience of working in the K-12 setting with students with disabilities as a teacher and an administrator. Jennifer’s expertise lies in post-secondary transition readiness and has taken this experience to UC-Riverside to develop programming for first year, transfer students, and students acquire a disability during their college experience. Jennifer currently oversees the SDRC Peer Mentor Program, Time Management Workshop Series, Accountability Study Groups, and SDRC Bootcamp for new a transfer students. University of California-Riverside Campus is No. 1 in Social Mobility (U.S. News & World Report, 2019) and No.1 Most Transformative Colleges Keywords: Disability Resource Professionals (DRPs), Medical Education, Bilingual education, Latinx students in medicine, First-generation college students, Mental health stigma, Intersectionality, Culturally responsive support

    41 min

  6. 4 JUL

    Episode 108: ICAM Panel – Facing Ableism: What’s Our Role in Building Inclusion

    Interviewer: Dr. Lisa Meeks Interviewees:  ·       Abbey MacLellan ·       Zachary Ford ·       Marihan Farid ·       RJ Roggeveen ·       Michael Quon ·       Lynn Ashdown Description: Episode 108: ICAM Panel – Facing Ableism: What’s Our Role in Building Inclusion 🎙️ Live from the International Congress on Academic Medicine (ICAM) Ableism in medicine isn’t always loud—but it’s everywhere. In this special live episode, host Dr. Lisa Meeks moderates a powerful conversation with residents, clinicians, and advocates who challenge the structures and assumptions that exclude disabled people from medicine. Recorded at ICAM in Halifax, this panel features the brilliant minds behind the award-winning book Am I Ableist?—Drs. Abbey MacLellan, Marihan Farid, and Zachary Ford—alongside dynamic advocates and clinicians RJ Roggeveen, Dr. Lynn Ashdown, and Dr. Michael Quon. Together, they unpack how ableism—both overt and subtle—shows up in admissions, clinical training, patient care, and everyday interactions. Through stories, reflections, and real-time audience engagement, the panel explores: ·       How internalized and structural ableism shape perceptions and policies ·       The dangers of diagnostic overshadowing and inaccessible care ·       What it means to call in, not call out, and to reflect on your own biases ·       Concrete examples of advocacy, inclusive design, and collective action ·       Why disability pride, not just accommodation, should be the goal This conversation is essential for anyone training, teaching, or working in healthcare. It’s not just about awareness—it’s about action. 🎧 Tune in, reflect honestly, and join us in reimagining a future where all bodies and minds belong in medicine. Transcript available here: Transcript Bio's:  🔑 Keywords Ableism in Medicine Disability Inclusion Structural Ableism Medical Education Disabled Physicians Disability Pride Health Equity Inclusive Curriculum Docs With Disabilities Accessible Healthcare Lived Experience Clinical Accommodations Diagnostic Overshadowing Internalized Ableism Anti-Ableism Intersectionality in Healthcare Patient Experience Medical Trainees with Disabilities Healthcare Advocacy Medical Humanities Physician Wellness Disability Advocacy Accessibility in Medical Training Inclusive Clinical Teaching Health Professions Education Produced by: Dr. Lisa Meeks  Digital Media: Lisa Meeks  Resources: 📚 Featured Book Am I Ableist? – Award-winning educational resource on recognizing and challenging ableism in medical education 🔗 https://sites.google.com/view/amiableist/home 📝 Academic Articles Structural Change & Physician Inclusion Munro C, Knoll G, Gartke K, Hind K, Quon M. Implementation of a Policy for Accommodations for Physicians With Disabilities. Acad Med. 2025;100(7):781–785. 🔗 Read Article Quon M. Addressing Ableism in Physician Well-Being Planning. JAMA. 2024;332(4):275–276. 🔗 Read Article Ableism in Medical Education Jain NR. The capability imperative: Theorizing ableism in medical education. Soc Sci Med. 2022;315:115549. 🔗 Read Abstract Jain NR. (Un)learning ableism to advance justice in medical education. Clin Teach. 2023;20(S1):e13656. 🔗 Read Article Brown MEL, Finn GM. Characterizing ableism to promote inclusivity within clinical teaching. Clin Teach. 2024;21(5):e13785. 🔗 Read Article Policy & Licensure Stergiopoulos E, Martimianakis MAT, Zaheer J. Questioning physicians about health conditions at medical licensure registration: How should policy evolve in Canada? CMAJ. 2023;195(20):E710–E716. 🔗 Read Article   Stergiopoulos E, Fernando O, Martimianakis MA. “Being on Both Sides”: Canadian Medical Students’ Experiences With Disability, the Hidden Curriculum, and Professional Identity Construction. Acad Med. 2018;93(10):1550–1559. 🔗 Read Article   🎧 DocsWithDisabilities Podcast Episodes Episode 54 – Dr. Lynn Ashdown 🔗 Listen Episode 55 – Dr. Michael Quon 🔗 Listen   🧰 Professional & Policy Resources OMA Resource: Workplace accommodations for doctors with disability and chronic illness 🔗 View Resource Canadian Association of Physicians with Disabilities (CAPD) 🔗 www.capd.ca Physician Health Inclusion Community of Practice 🔗 Join Community 📦 Shared Resource Drive Resource folder from the ICAM panel (includes slides, articles, and more) 🔗 bit.ly/FacingAbelism 📱 Social Media and More RJ Roggeveen on Instagram: 🔗 @RJ_adapted Docs With Disabilities Initiative (DWDI) 🌐 Website 📸 Instagram: @docswithdisabilities 🐦 Twitter (X): @DocsWith 📺 YouTube: @docswithdisabilitiesinitiative

    1h 14m
  7. Episode 107: Reflections: Healing, Sharing, and Transforming Medical Education

    22 JAN

    Episode 107: Reflections: Healing, Sharing, and Transforming Medical Education

    Content Warning This episode addresses mental health issues, including research and personal narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available. Interviewer Dr. Lisa Meeks Interviewees John Ruddell Jennifer Ruddell Narrator Dr. Joseph Murray Transcript Link:  [https://docs.google.com/document/d/1aH2bYIfs63VeVnABRj4NrhpwffUjGmRSB3qaP9-bm4U/edit?usp=sharing] Keywords Suicide Prevention Medical Education Mental Health Postvention Grief and Healing Wellness in Medicine Advocacy Systemic Reform Burnout Depression Anxiety Disabilities in Medical Training Culture  Description of Series  DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack’s journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations. Alongside Jack’s story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide. Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP). Experts for the Series  Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel? David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME Episode Release Schedule: September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training. September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.  September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education. September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments? September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide. Executive Producers: Lisa Meeks Rylee Betchkal John Ruddell Jennifer Ruddell Sound production: Jacob Feeman Mark Koha Next Day Podcast Consult Psychiatrist Joseph Murray, MD Resources:  24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.    The American Foundation for Suicide Prevention https://afsp.org   Intern Health Study https://www.internhealthstudy.org https://www.srijan-sen-lab.com/intern-health-study   How are you? By Jessi Gold https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/   Make the Difference: Preventing Medical Trainee Suicide https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be   Time to Talk About It: Physician Depression and Suicide” Video/Discussion Session for Interns, Residents, and Fellows https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508   Action Collaborative on Clinician Well-Being and Resilience   National Academy of Medicine https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/   Jennifer and Jack Ruddell Essay in JAMA Internal Medicine  https://jamanetwork.com/journals/jamainternalmedicine/article-abstract/2829194   Dr. Lotte Dyrbye Invited Commentary responding to the Ruddell's essay https://jamanetwork.com/journals/jamainternalmedicine/article-abstract/2829200

    1h 8m

  8. 02/10/2024

    Episode 106: Responding to Loss: Postvention and Support After a Suicide.

    Content Warning:  This content addresses mental health issues, including research and narratives on suicide. Please take care while engaging with it and only proceed if you feel safe doing so. If you, or someone you love, is having thoughts of suicide, please contact 988. Help is available. Interviewer Dr. Lisa Meeks Interviewees John Ruddell Jennifer Ruddell Roja (friend of Jack Ruddell) Dr. David Muller  Dr. Christine Moutier  Dr. Jessi Gold Narrator Dr. Joseph Murray  Transcript  Keywords: Suicide, Postvention, Prevention, Aftermath, Proactive, Support, Parents, Peers, Memorial, Staffing, Response from School, Medical School, Depression, Mental Health, Support, Trauma, Depression, Anxiety, Self-compassion, Disabilities, Medical education, Crisis response, Contagion, Memorial service Description In this poignant fifth episode of the series on suicidality in medical training, John and Jennifer Ruddell share their heartbreaking journey after losing their son, Jack, to suicide during his medical education. The discussion focuses on how institutions can respond in the aftermath of such tragedies, with an emphasis on the AFSP Postvention Toolkit, which offers compassionate and actionable guidance for schools. The episode underscores the importance of fostering open conversations around mental health, implementing proactive institutional support, and creating environments that encourage students to seek help. Join the conversation by sharing this episode and participating in discussions to help protect and support future healthcare providers. Description of Series  DWDI Special Series: Suicidality in Medical Training dives into the critical conversations around mental health, well-being, support systems, and the intense pressures faced during medical training. Through the power of storytelling, the series intertwines these broader themes with the deeply personal story of Dr. Jack Ruddell, a promising medical student who tragically died by suicide. Jack’s journey—his strengths, struggles, and the complexities leading to his untimely death—forms the emotional core of this five-part series, giving voice to the loved ones often excluded from these conversations. Alongside Jack’s story, the series incorporates expert insights and data from the literature, offering a human perspective on burnout, depression, and suicide among medical trainees. With a commitment to improving mental health awareness and reducing the stigma around seeking help, the series presents a novel approach by centering personal narratives alongside expert analysis. It also explores actionable strategies for improving medical training environments and highlights the importance of institutional responses after a loss by suicide. Our mission is to reduce shame, encourage help-seeking among medical students struggling with depression, and ensure that every medical school is aware of the postvention resources offered by the American Foundation for Suicide Prevention (AFSP). Experts for the Series  Christine Moutier, MD – Chief Medical Officer, American Foundation for Suicide Prevention Jessi Gold, MD – Chief Wellness Officer, University of Tennessee System; Author of How Do You Feel? David Muller, MD – Director, Institute for Equity and Justice in Health Sciences Education; Dean Emeritus, Icahn School of Medicine at Mt. Sinai; Author of the NEJM essay, Kathryn Srijan Sen, MD, PhD – Director, Eisenberg Family Depression Center; PI of the Intern Health Study Justin Bullock, MD, MPH – Fellow, University of Washington; Author of the NEJM article, Suicide, Rewriting My Story Stuart Slavin, MD, MEd – Vice President for Well-Being, ACGME Episode Release Schedule: September 17: Episode 102 – Honoring Dr. Jack Ruddell: A Story of Joy, Compassion, and Mental Health in Medical Training. September 17: Episode 103 – Suicide and Suicidality in Medical Training: Understanding the Crisis and its Causes.  September 24: Episode 104 – Silent Struggles: Mental Health and Medical Education. September 26: Episode 105 – Repairing the System: How Do We Create Safe Environments? September 30: Episode 106 – Responding to Loss: Postvention and Support After a Suicide. Executive Producers: Lisa Meeks Rylee Betchkal John Ruddell Jennifer Ruddell Sound production: Jacob Feeman Mark Koha Next Day Podcast Consult Psychiatrist Joseph Murray, MD Resources:  24/7 Suicide & Crisis Hotline Call or text 988 or chat 988lifeline.org.    The American Foundation for Suicide Prevention https://afsp.org   Intern Health Study https://www.internhealthstudy.org https://www.srijan-sen-lab.com/intern-health-study   How are you? By Jessi Gold https://www.drjessigold.com/how-do-you-feel-book-by-jessi-gold-md/   Make the Difference: Preventing Medical Trainee Suicide https://www.youtube.com/watch?app=desktop&v=I9GRxF9qEBA&feature=youtu.be   Time to Talk About It: Physician Depression and Suicide” Video/Discussion Session for Interns, Residents, and Fellows https://www.mededportal.org/doi/10.15766/mep_2374-8265.10508   Action Collaborative on Clinician Well-Being and Resilience   National Academy of Medicine https://nam.edu/action-collaborative-on-clinician-well-being-and-resilience-network-organizations/

    1h 6m
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About

Join hosts Drs. Lisa Meeks, Peter Poullos and guest hosts as they take a deeper dive into the experiences of health care providers with disabilities through critical conversations with the doctors, researchers, administrators, faculty and policy makers that work to ensure medicine remains an equal opportunity profession.

Information

  • Creator
    Dr. Lisa Meeks
  • Years Active
    2019 - 2025
  • Episodes
    100
  • Rating
    Clean
  • Copyright
    Copyright © 2019 Lisa Meeks
  • Show Website
    Docs With Disabilities

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